, 'opacity': false, 'speedIn': , 'speedOut': , 'changeSpeed': , 'overlayShow': false, 'overlayOpacity': "", 'overlayColor': "", 'titleShow': false, 'titlePosition': '', 'enableEscapeButton': false, 'showCloseButton': false, 'showNavArrows': false, 'hideOnOverlayClick': false, 'hideOnContentClick': false, 'width': , 'height': , 'transitionIn': "", 'transitionOut': "", 'centerOnScroll': false }); })

Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives

Reports on a state-wide transition program in Oregon serving youth with disabilities (including intellectual and developmental disabilities) who require support beyond the services typically available through traditional general education, special education, and school-to-work programs to achieve secondary and postsecondary employment and education goals.  Career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes.  Participants valued individualization of services in achieving student goals and personalized attention from staff.

Citation:

Benz, M. R., L. Lindstrom, et al. (2000). “Improving Graduation and Employment Outcomes of Students with Disabilities:  Predictive Factors and Student Perspectives.” Exceptional Children 66(4): 509-529.

Link to resource

Tagged with:
Posted in Career preparation and work-based learning, Employment outcome data, Post-secondary Education, Research and evaluation reports, Services and service innovations, Transition planning in schools
Topics
Model Elements